Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Abstract

A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

Does Context Matter for Value Co-Creation in Smart Learning Services?

“…The supervisor is the central contact person for every employee in the company [42] in the event of problems or questions regarding the work process or social problems between employees. On the other hand, peers are one of the most important information sources for new employees [43] because peers have the same status and (almost) the same level of knowledge. Moreover, the relationship between peers is based on a different standard than the one with the supervisor [22].…”

“…Moreover, the relationship between peers is based on a different standard than the one with the supervisor [22]. At the same time, feedback is available faster from peers than from supervisors [43]. However, peers are not experts, so the recommendations from colleagues are not as professional as those from supervisors [22,43].…”

Conception d’un cours privé en ligne sur la formation hybride pour le personnel pédagogique du collégial à partir de la conception universelle de l’apprentissage : étude de cas et considérations pratiques

“…Le SPOC est un dérivé du MOOC, mais pour un nombre plus restreint de participants que ce dernier (Filius et al, 2018) même si, parmi les premiers SPOC offerts, 500 participants avaient été choisis parmi les 4000 personnes intéressées (Lu, 2018). D'autres auteurs mentionnent un nombre de participants limités, une procédure d'admission et la possibilité que des frais soient facturés pour suivre le cours (Kaplan et Haenlein, 2016).…”

“…Le SPOC permet de répondre à plusieurs des inconvénients dus au grand nombre de participants d'un MOOC, dont l'aspect transmissif du savoir, tout en exploitant les avantages que lui procure la variété des activités possibles dans cet environnement d'apprentissage (Lu, 2018.). Les taux d'achèvement des cours sous la forme d'un SPOC sont supérieurs à ceux du MOOC (entre 2 et 15 %) si on s'attarde uniquement au taux de certification de ces derniers (Carvalho Junior, Robles, Serna et Rivas, 2019;Filius et al, 2018;Lu, 2018). En effet, l'intention des participants y est plus fréquemment orientée vers l'achèvement de la formation (Filius et al, 2018;Smith et Macdonald, 2015).…”

Design and investigation of cooperative, scaffolded wiki learning activities in an online graduate-level course

“…Around the world, researchers and educators have implemented instructional strategies, often supported by emerging technologies, to build and sustain online communities of practice. For example, in Australia, scenario-based simulations were used to engage pharmacy students in reflective inquiries (Hattingh, Robinson, & Kelly, 2018); in Germany, an online collaboration platform was used to facilitate and streamline students' discussions with peers and the instructor on course lectures (Islam, Flint, Jaecks, & Cap, 2017); scholars from the Netherland used peer feedback and its triggered dialogues to promote deep learning among online learners (Filius et al, 2018); U.S. scholars reported the use of various questioning strategies and techniques to promote deep dialogues and cognitive presences in online discussions (Hambacher, Ginn, & Slater, 2018;Sadaf & Olesova, 2017).…”